Impact of a Post Registration Degree Programme for Occupational Therapists in Sri Lanka

This study evaluates the impact of a post registration degree programme in Occupational Therapy (OT) run by the University of Kelaniya, Sri Lanka, on the professional lives and professional practice of the first batch of students to complete the course (n=19). The students were all experienced, practising occupational therapists holding a Diploma in Occupational Therapy from the School of Occupational Therapy in Colombo, Sri Lanka. The degree programme was supported by Voluntary Services Overseas (VSO), the World Health Organisation (WHO), and the European Union (EU). Within a Realist Impact Evaluation (RIE) methodology, three strands of enquiry were synthesised: documentary analysis of documents relating to the course development, delivery and evaluation; qualitative semi-structured interviews with graduate first batch students (n=17); and qualitative semi-structured interviews with a range of stakeholders in the course (n=12). Expectations of impacts prior to course delivery were expressed by non-student stakeholders in broad terms such as ‘more comprehensive services of a better quality’ whereas students were more concerned with professional development. Specific outcomes reported by students included a stronger professional identity, increased confidence in their professional practice, opportunities for career development and a sense of what occupational therapy, as a profession, could achieve in Sri Lanka. Outcomes reported by non-student stakeholders related to service and societal benefit and capacity building within the occupational therapy profession. The mechanisms by which degree level education supported these outcomes were explored as well as the influence of contextual supports and barriers to transferring learning into practice. The overall impact of educating diploma holding occupational therapists to degree level has been to build capacity and capability in the profession, developing confident, client-centred, evidence-based practitioners and educators, such that future degree programmes are now sustainable without support from outside of Sri Lanka

An analysis of the place names found in seven fifth grade American history textbooks

Thesis (Ed.M.)--Boston Universit

The journey to literacy: success for children with moderate learning difficulties

This paper reports on a project which investigated the effectiveness of the Phono-Graphix approach to assist a sample of primary school children. These children were struggling with the development of their literacy skills and were referred for intervention under the category known as moderate learning difficulties (MLD). These 16 children, aged between 7 – 11 years and from four year groups in eight primary schools in Northern Ireland, received a weekly Phono-Graphix intervention. Progress in spelling and writing was judged to improve over a period of one year using standardized and diagnostic tests, observations, interviews, analysis of the children’s reading books and samples of written work. One year after the intervention had ended, follow-up assessments showed that the improvements had been sustained and in some cases enhanced. The research shows that Phono-Graphix influenced progress in these areas for the participating children

Letter From Helen Gardner Heiland to Alfred L. Shoemaker, August 2, 1954

A typed letter from Helen Gardner Heiland addressed to Alfred L. Shoemaker, dated August 2, 1954. Within, Heiland discusses her ties to Lancaster, Pennsylvania and her work to teach citizens of Illinois about the culture of the Amish through her library work.https://digitalcommons.ursinus.edu/shoemaker_documents/1062/thumbnail.jp

Supporting school-based initial teacher training with interactive video

This paper reports on a project commissioned by the National Council for Educational Technology and designed to investigate the potential for interactive video to support students and mentors in school-based initial teacher training (ITT). Its results derive from an empirical study in 26 schools, currently using interactive video in staff development. The work focused on three parallel questions relating to the new models of school-based training: what are the training needs of the students, their mentors and ITT tutors?; what features of interactive video make it a feasible and appropriate means of distance learning in this context? and how is interactive video currently being used in schools' staff development? A primary concern was to investigate the potential of interactive video to offer a consistent core of training that would cover a breadth of training experiences, regardless of the student's placement. Using the Quality Management in Schools interactive video disks (QMS I and II 1990/91) as the focus, the modes of usage and perceived value of interactive video in staff development are considered. The report concludes by commenting on the potential of interactive video for ITT

Promoting Positive Ethnolinguistic Identity in the Heritage Language Classroom through Dialect Awareness

This study examines Dialect Awareness as an instructional practice when used to teach Spanish Heritage Language (HL) learners at a university located on the U.S.-Mexico border. The author employs bidialectalism as a theoretical perspective, recognizing the important role that U.S. Border Spanish plays in constructing ethnolinguistic identity. A mixed-methods research framework was used that included a pre-post survey instrument, focus group interviews, and classroom observations to examine HL student confidence toward learning a prestige language variety and attitudes toward speaking U.S. Border Spanish. Discourse analysis was employed to examine the discursive practices of the DA classroom. Quantitative survey results showed that students developed a number of significant attitudinal changes after taking a course infused with Dialect Awareness. Triangulated qualitative findings confirmed that student attitudes had changed after one semester. The author proposes an agenda for future application of Dialect Awareness in Spanish Heritage Language classrooms

The Ursinus Weekly, April 7, 1952

Members begin new duties on Weekly staff • New head waiters appointed • DeSola and Scott direct new drama • Bids for queen due April 18 • China subject of Forum talk • Ursinus student body favors Gen. Eisenhower for presidential post • Curtain group plays create startling effects • Group entertained at Norristown Y • Laura Bechtle announces chief May Day dancers • Committee picks WSGA, YWCA, WAA nominees • Players intensify Sari rehearsals • Cheating is topic at fireside chats • Bids circulated for MSGA, class officers • Seniors to contact Doughty if not measured for gowns • Women day students to hold sale of cakes for furniture • Editorials: Proud tradition; Good turnout; Truman withdrawal clears air • Baker and Miller discuss Taft • Singers to meet daily • Egg hunt to be held • Letters to the editor • Engagements • Dr. Yost reads from Alcott • Chemistry students attend Pittsburgh conference • Coed presents differences between Ursinus and an all girls\u27 college • Campus scribe writes letter to folks back home • Belles end season with easy win over Rosemont • Girls\u27 intramural semi-final tonight • Sal Parent new court captain • Girls\u27 court teams post near undefeated record • Track performers burning cinders • Cricket practice announced • Brodbeck captures intramural crown • Albright tilt washed out; Bears to open with Fords • Nine basketball letters awarded • Lantern deadline set • Ulbrich speaks at IRChttps://digitalcommons.ursinus.edu/weekly/1539/thumbnail.jp

Analytics for Tracking Student Engagement

Although there has been much research in the area of data analytics in recent years (e.g. Shum & Ferguson 2012), there are questions regarding which analytic methodologies can be most effective in informing higher education teaching and learning practices (Gibson & de Freitas 2016). This project focuses on one module within the School of Computing and Communications in the STEM faculty of The Open University, UK, to gain a clearer understanding on why students might, or might not, engage with computer aided learning and teaching (CALT) resources. We explore the use of specific CALT resources on the module ‘Communications Technology’, a print-based module with a range of online resources designed to supplement the text. In particular we explore the possible correlation between use of CALT resources and student examination performance. The research questions cover two key areas; the effectiveness of the analytics tools and students’ perception of the CALT resources. Data analytics were used to determine when students engaged with the CALT resources and whether this was at predicted times during the module. Student feedback via interview was used to explore what motivates students to engage with CALT resources, whether students understand a topic more deeply as a result of using CALT resources, and if students are deterred if the resources are too complicated or time consuming. Our conclusion from this case study is that learning analytics are useful for tracking student engagement. The analytics were very useful to review during module presentation, specifically for analysing students’ online behaviour. The supplementary interviews helped to shed light on the potential significance of the data gleaned

Patient experiences of swallowing exercises after head and neck cancer:A qualitative study examining barriers and facilitators using behaviour change theory

Poor patient adherence to swallowing exercises is commonly reported in the dysphagia literature on patients treated for head and neck cancer. Establishing the effectiveness of exercise interventions for this population may be undermined by patient non-adherence. The purpose of this study was to explore the barriers and facilitators to exercise adherence from a patient perspective, and to determine the best strategies to reduce the barriers and enhance the facilitators. In-depth interviews were conducted on thirteen patients. We used a behaviour change framework and model [Theoretical domains framework and COM-B (Capability-opportunity-motivation-behaviour) model] to inform our interview schedule and structure our results, using a content analysis approach. The most frequent barrier identified was psychological capability. This was highlighted by patient reports of not clearly understanding reasons for the exercises, forgetting to do the exercises and not having a system to keep track. Other barriers included feeling overwhelmed by information at a difficult time (lack of automatic motivation) and pain and fatigue (lack of physical capability). Main facilitators included having social support from family and friends, the desire to prevent negative consequences such as long-term tube feeding (reflective motivation), having the skills to do the exercises (physical capability), having a routine or trigger and receiving feedback on the outcome of doing exercises (automatic motivation). Linking these findings back to the theoretical model allows for a more systematic selection of theory-based strategies that may enhance the design of future swallowing exercise interventions for patients with head and neck cancer